Friday, January 7, 2011

Thoughts and Prayers to Millard South Faculty and Students


Wednesday was a tragic day here in Omaha. There was shooting at a local high school, Millard South. Sadly we hear stories like this in the news all too frequently. Truthfully I am like many of you who hear them and dismiss them as something that won’t “happen here” or “to me”, they are all so far away. I don’t do this purposefully, it is just human nature to file these things away until it does hit home.  It’s a way to protect ourselves from the fear. Wednesday’s shooting was at a good suburban school. It was at a school that my children would have attended if we hadn’t moved a couple years ago. I have watched the news stories unfold over the last two days and my heart goes out to the victims and their families. We have lost a wonderful educator, as well as a young man who had his whole life ahead of him. I think what scares me the most is that there were no signs: no bullying, no criminal record, and no mental health issues. It seemed to come out of nowhere in a place you least expect it.

School resumed today at Millard South and I hope it was a day where healing could begin. My thoughts and prayers go out to the faculty, students, and families of the Millard School District, especially those at Millard South High.

Wednesday, January 5, 2011

Chapter Books vs. Basals: Where Do You Stand?

 Funny thing about educational research is if you look hard enough you can usually find studies to support both sides of an issue. Very rarely do you find a straight yes or no answer to what is good and bad theory or practice. Generally it boils down to the common sense of the teacher in regards to his/her individual students and the level of freedom the teacher is given from administration.

Sadly in today's standardized test-heavy climate teachers are given less and less freedom to choose what is best for their students. So many curriculum guidelines have become so rigid that teachers are not able to modify or enrich with their own lessons and materials.

I struggled with this myself while teaching 4th grade. I taught in a very high poverty, low scoring school. Most of my 4th graders could read at a 1st-2nd grade level. Very few came to me over the years reading on grade level. The biggest challenge I had as a reading teacher was to get kids excited about reading. They saw it as such a challenge and our district used a basal series for reading instruction that was frankly very boring! The students saw no reward for their challenge of getting through a story because the stories were so unbelievably boring. I knew if I could "turn them on" to a book they would see more value in reading and see a "payback" so to say.

Fortunately I was blessed with a principal that valued my knowledge as a teacher and let me teach as I saw best for my students.  I started with a read loud time where the kids would get comfortable and I would read to them. Kids in the upper elementary grades don't get read to enough in my opinion. It is reserved for the emergent readers of the primary grades.  I chose high interest, generally humorous books that the kids could just enjoy. I didn't strive for any deep thinking for this activity. I just wanted to the kids to see reading can be enjoyable and fun. This turned into a favorite part of the school day for the students and for me.

Once I got my feet wet a bit in the classroom I started to develop novel units for books where a short excerpt had been made in the basal. It is only common sense that reading the whole book is more enjoyable and leads to a much greater understanding for the student. Of course I was careful to incorporate the skills taught in the basal in my units. I started teaching these novel units alongside the basal stories and the change between reading the basal versus the novel was amazing. I had kids who were reading at a 2nd grade level actually focused and challenging themselves reading the chapter books that were at a 4th grade reading level. They actually wanted to read them versus just getting through some worksheet assignment from the basal. More and more these lower level readers were chiming in on class discussions about the books and picking up age appropriate books by choice in free time. As a teacher I found it easier to use Bloom’s higher order questions using a novel instead of a short excerpt because you could really dive so much farther into the story and the characters.

As for the sought after test scores I didn’t do any formal research on the subject but my student’s scores certainly did not drop but their love of reading soared! Sadly this is not a statistic that is looked at often enough.

I am revisiting this discussion as a parent looking into the classroom from the outside. My oldest son is in 5th grade now. They follow a basal series. This fall they read two excerpts from novels, one for Voyage of the Dawn Treader by CS Lewis and the other for Strider by Beverly Cleary. I am very familiar with these books having developed units for both. I was interested in my son’s opinions of the stories. The report from him was they were both BORING! He had absolutely no interest in picking up the actual books and exploring them further. This saddened me because they are both fantastic books. After Thanksgiving the class took a break from the basal and actually read a couple books, Dear Mr. Henshaw and Old Yeller. Surprisingly, or not, my son brought the books home at night to continue reading beyond the assigned pages. He loved both books and we had some good discussions about them, a total attitude change towards the basal excerpts.

Doesn’t it just make common sense for kids to read a full book rather than an excerpt? As both a teacher and a parent this seems glaringly obvious. I do see a value to complete short stories read that have a beginning, middle and end. This is more common to see in the primary level basals and that makes sense. Isn’t there room in our reading curriculum for a bit of both? What happened to trying to garner a love and respect for reading in our students?

How do you struggle with these issues? As a teacher do you have a freedom to change up and add to the curriculum? How do you see the effects of your changes on the student’s learning? Please share your stories and comments.

Tuesday, January 4, 2011

Welcome!

Welcome to The Teaching Bank blog! I guess I'll start out with a little about myself. 

My professional career began when I graduated with a Bachelor's Degree in Elementary Education from Iowa State University in 1995.

After graduation I was accepted to the CADRE program at the University of NE-Omaha in 1995. The CADRE Project is a nationally recognized program where teachers complete a master’s degree while working as a full time teacher in a classroom (see link at the bottom of the page for more details). I graduated from UNO's CADRE program in August 1996.

I accepted a position with the Omaha Public Schools in 1996 as a 4th grade teacher. I taught 4th grade until 1999 when I switched to 6th grade. Coursework beyond my master's includes classes in Economics education and classes on teaching of the Gifted & Talented student. 

In 2003 I created The Teaching Bank with sales on Ebay. In 2005 I contracted to sell with enotes.com. Sales expanded to Amazon.com in 2007, and to TeachersPayTeachers.com in 2010.

I have also done some Freelance Educational/Curriculum Writing, most notably for the Illinois Soybean Council’s Pod to Plate website (see link at the bottom of the page).

I am no longer a full time teacher due to health issues but I continue to write curriculum for The Teaching Bank and to work in my children's classrooms on a regular basis. 

In addition to my professional life I have a wonderful family. My husband is an award winning graphic designer and I have 3 wonderful children. I love to read and spend time with my family and pets. I am also a Disney World lover. If I am not planning a trip I am dreaming of it!